Motivation to tmch is h i g h in a program structure than in a departmental structure, since program faulty identi> more with the ultimate 'product" of the program: fully educad and prepared studnzts.
Organization Design and Faculty Motivation to Teach
D o u g h T. Hall Max H. B u m n
While many organization design researchers work in universities, they rarely consider the organization design of their own organizations. This chapter deals with how aspects of a university's design affects faculty motivation to teach. By examining how the "macro" area of organization design affects the "micro" area of motivation, this chapter seeks to (1) expand the knowledge base concerning the interaction between multiple levels of organizational analysis, (2) help university designers create systems that will increase faculty motivation to teach, and (3) help faculty better understand their organization and suggest innovative changes.
Earlier in this volume Deci and Ryan proposed that teaching is naturally an intrinsically rewarding activity. These authors suggested that a crucial goal for universities should be to prevent organizational factors from negatively affecting this intrinsic motivation. In agreement with this position, we propose that the intrinsic motivation of faculty members is a cost-free input
The helpful comments of our colleagues, Linda Argote (Carnegie-